Powerful Voices for Kids in School RBCS Small Learning Community FINAL PROJECT
Overview
Teachers will develop, implement and assess a unit of instruction that integrates media literacy concepts and technology into the curriculum. With support from a coach, they will post these materials to a shared digital workspace, learning to use a wiki as a simple form of website production. Teachers offer peer feedback as a means to support the professional development process.
Rationale
Teachers find many different ways to integrate media literacy concepts and use digital technology within their existing curriculum. A coach can support teachers in using media and technology in new ways throughout the project development process, including planning and implementation. The transparency that is created in an online workspace is beneficial to the professional development process.
Key Elements: Steps in the Process
Working individually or with a partner, teachers will (1) create a unit of instruction that includes learning targets, a description of the learning process, materials needed, and a plan for assessing student learning. The lesson should include some exploration of at least one of the five key media literacy concepts presented in the Media Lit Kit. Use of media and/or digital technology is highly desirable but not required. Teachers then (2) publish the lesson plan to the wiki. After implementing the lesson with children in the classroom, teachers (3) write a reflective essay to accompany the lesson that comments on their learning experience in creating and implementing the lesson. Teachers (4) post digital copies or links to any media used in the lesson, including print texts, photos, videos, music, websites, videogames or other resources, as well as two samples of student work. Next, teachers (5) serve as reviewers to two of their colleagues and offer warm and cool feedback on the Discussion page of the wiki to offer their reflections on the work of their colleagues. Finally, after implementing the activities in the classroom, observing students’ responses and receiving feedback from coaches and peers, teachers (6) revise the lesson plan and publish to the wiki.
The Role of the Coach
John Landis, Emily Bailin and David Cooper Moore will be available as coaches to support the development of the project from start to finish. They can offer ideas about resources, and the use of technology in the learning process. Then can provide assistance with technology. They will also serve as classroom observers of at least one session of the instruction.
Support Resources
These and other resources are available at the wiki:
Project SMARTArt: A Case Study in Elementary School Media Literacy and Arts Education
Switch On! Media Literacy for Beginners
Powerful Voices for Kids in SchoolRBCS Small Learning Community
End of Program Checklist
Use this checklist to keep track of each component in your Final Lesson, including lesson planning, documentation, reflection, and peer commenting. When you have completed every item on the checklist, please contact David Cooper Moore (dmoore1@gmail.com) or Emily Bailin (emilybailin@gmail.com).
Teacher:
Coach:
Reviewer for:
Using the Collaborative Website
All work should be uploaded to your homepage on the RBCS Small Learning Community Wikispaces site: http://pvkinschool.wikispaces.com
Final Lesson Components
PART 1: LESSON PLAN
ü Written lesson plan with learning targets, description and procedures, materials used and assessment process; ü Revised lesson plan completed after classroom implementation and discussion with other members of the RBCS Small Learning Community;
PART 2: DOCUMENTATION OF LESSON
ü Post-curriculum reflective writing on how the lesson compared to other lessons you have taught and what you noticed about your students and yourself. ü Digital copies or links to any media used in the lesson, including print texts, photos or video, and websites.
PART 3: POST-CURRICULUM AND PEER REVIEW
ü Descriptions or examples of student work. ü Two comments left on the Wikispaces Discussion on another teacher's lesson, offering warm and cool feedback as part of the professional development process.
RBCS Small Learning Community
FINAL PROJECT
Overview
Teachers will develop, implement and assess a unit of instruction that integrates media literacy concepts and technology into the curriculum. With support from a coach, they will post these materials to a shared digital workspace, learning to use a wiki as a simple form of website production. Teachers offer peer feedback as a means to support the professional development process.
Rationale
Teachers find many different ways to integrate media literacy concepts and use digital technology within their existing curriculum. A coach can support teachers in using media and technology in new ways throughout the project development process, including planning and implementation. The transparency that is created in an online workspace is beneficial to the professional development process.
Key Elements: Steps in the Process
Working individually or with a partner, teachers will (1) create a unit of instruction that includes learning targets, a description of the learning process, materials needed, and a plan for assessing student learning. The lesson should include some exploration of at least one of the five key media literacy concepts presented in the Media Lit Kit. Use of media and/or digital technology is highly desirable but not required. Teachers then (2) publish the lesson plan to the wiki. After implementing the lesson with children in the classroom, teachers (3) write a reflective essay to accompany the lesson that comments on their learning experience in creating and implementing the lesson. Teachers (4) post digital copies or links to any media used in the lesson, including print texts, photos, videos, music, websites, videogames or other resources, as well as two samples of student work. Next, teachers (5) serve as reviewers to two of their colleagues and offer warm and cool feedback on the Discussion page of the wiki to offer their reflections on the work of their colleagues. Finally, after implementing the activities in the classroom, observing students’ responses and receiving feedback from coaches and peers, teachers (6) revise the lesson plan and publish to the wiki.
The Role of the Coach
John Landis, Emily Bailin and David Cooper Moore will be available as coaches to support the development of the project from start to finish. They can offer ideas about resources, and the use of technology in the learning process. Then can provide assistance with technology. They will also serve as classroom observers of at least one session of the instruction.
Support Resources
These and other resources are available at the wiki:
Project SMARTArt: A Case Study in Elementary School Media Literacy and Arts Education
Switch On! Media Literacy for Beginners
Powerful Voices for Kids in SchoolRBCS Small Learning Community
End of Program Checklist
Use this checklist to keep track of each component in your Final Lesson, including lesson planning, documentation, reflection, and peer commenting. When you have completed every item on the checklist, please contact David Cooper Moore (dmoore1@gmail.com) or Emily Bailin (emilybailin@gmail.com).
Teacher:
Coach:
Reviewer for:
Using the Collaborative Website
All work should be uploaded to your homepage on the RBCS Small Learning Community Wikispaces site: http://pvkinschool.wikispaces.com
Final Lesson Components
PART 1: LESSON PLAN
ü Written lesson plan with learning targets, description and procedures, materials used and assessment process;
ü Revised lesson plan completed after classroom implementation and discussion with other members of the RBCS Small Learning Community;
PART 2: DOCUMENTATION OF LESSON
ü Post-curriculum reflective writing on how the lesson compared to other lessons you have taught and what you noticed about your students and yourself.
ü Digital copies or links to any media used in the lesson, including print texts, photos or video, and websites.
PART 3: POST-CURRICULUM AND PEER REVIEW
ü Descriptions or examples of student work.
ü Two comments left on the Wikispaces Discussion on another teacher's lesson, offering warm and cool feedback as part of the professional development process.